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اثربخشی برنامه داستان خوانی مشارکتی بر رشد زبان و آمادگی خواندن کودکان پیش دبستانی با مشکلات زبانی | ||
فصلنامه پژوهشهای کاربردی روانشناختی | ||
مقاله 2، دوره 10، شماره 4، بهمن 1398، صفحه 25-48 اصل مقاله (753.21 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22059/japr.2019.278673.643223 | ||
نویسندگان | ||
نیره زمانی* 1؛ محسن شکوهی یکتا2؛ سعید حسن زاده3؛ باقر غباری بناب2؛ علی اصغر کاکوجویباری4 | ||
1دکتری روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
2استاد گروه روان شناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی دانشگاه تهران، تهران ، ایران | ||
3دانشیار گروه روان شناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی دانشگاه تهران، تهران ، ایران | ||
4دانشیار گروه روانشناسی دانشگاه پیام نور و مرکز مطالعات آموزش و پرورش، تهران، ایران | ||
چکیده | ||
هدف از پژوهش حاضر، تعیین اثربخشی برنامه داستانخوانی مشارکتی بر رشد زبان و آمادگی خواندن کودکان دختر پیشدبستانی با مشکلات زبانی بود. این مطالعه از نوع بررسی نیمهآزمایشی با طرح پیشآزمون- پسآزمون با گروه گواه بود. جامعه آماری شامل همه نوآموزان دختر پیشدبستانی شهرستان اسلامشهر در سال تحصیلی 98-1397 بود. همچنین 30 نوآموز پیشدبستانی طی غربالگری چندمرحلهای انتخاب و در دو گروه آزمایش و گواه جایگزین شدند. آزمودنیها قبل و بعد از آموزش، به آزمونهای رشد زبان (TOLD)، آمادگی خواندن (RRT) و آگاهی واجشناختی (PAT) پاسخ دادند. برنامه مداخله داستانخوانی مشارکتی (SSRP) در 30 جلسه 45 دقیقهای، سه جلسه در هفته، برای گروه آزمایش در قالب چهار گروه کوچک اجرا شد. نتایج روشهای آماری تحلیل کوواریانس تکمتغیری و چندمتغیری نشان داد که برنامه داستانخوانی مشارکتی، در افزایش مهارتهای آمادگی خواندن، آگاهی واجشناختی و مهارتهای زبانی نوآموزان با مشکلات زبانی مؤثر بود و تنها در خرده آزمون سرعت نامیدن تغییر معناداری مشاهده نشد. در مجموع، نتایج این بررسی نشان میدهد که برنامه داستانخوانی مشارکتی از طریق تقویت مهارتهای بیانی، معنایی و نحوی و همچنین رشد مهارتهای فرازبانی و پیشنیازهای خواندن، در تحقق ایده رشد زبان و آمادگی کودک برای خواندن قبل از ورود به مدرسه بهطور تجربی مؤثر بوده است. | ||
کلیدواژهها | ||
داستانخوانی؛ رشد زبان؛ آمادگی خواندن؛ مشکلات زبانی | ||
عنوان مقاله [English] | ||
Effect of Shared Story Reading Program on Language Development and Reading Readiness of Preschool Children with Language Impairment | ||
نویسندگان [English] | ||
nayyereh zamani1؛ mohsen shokoohi yekta2؛ Saeid Hassanzadeh3؛ bagher ghobari bonab2؛ Aliasghar Kakajooybari4 | ||
1Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran | ||
2Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran. | ||
3Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran. | ||
4Department of Psychology, Payam Noor University, Tehran, Iran | ||
چکیده [English] | ||
The purpose of this study was to examine the effectiveness of shared story reading education program on language development and reading readiness of preschool children with language impairment. In this semi-experimental study with pretest-posttest, and control group design, 30 preschool girls in experimental and control groups responded to Reading Readiness Test and Test of Language Development and Test of Phonological Awareness. The experimental group received 30 shared story reading treatment program sessions, with each session lasting 45 minutes three times a week. The results of statistical procedures of univariate and multivariate covariance analysis indicated that shared story reading program was effective in increasing reading readiness and phonological awareness and language skills in preschool children with language impairment. In sum, these findings suggest that shared story reading program by increasing positive expressive, semantic and syntactic skills as well as the development of paralanguage skills and pre-reading could result in readiness of the child to read before entering school. | ||
کلیدواژهها [English] | ||
Story Reading, Language Development, Reading Readiness, Language Impairment | ||
مراجع | ||
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